Deck 8: Neuropsychological Assessment

Question 1

A neurologist assesses what the brain is doing whereas a neuropsychologist assesses what the person is doing as a result of brain function.

Answer 1

True

Question 2

Neuropsychologists evaluate structural and biochemical changes in the brain itself.

Answer 2

False

Question 3

The term ?neuropsychological abilities? encompasses all abilities that depend on the efficient functioning of the nervous system.

Answer 3

True

Question 4

One of the most recently published and valid of the developmental scales for infants and young children is the Cattell Infant Intelligence Scale.

Question 5

The Bayley-II was designed for assessing the intellectual development of children between the ages of 1 and 30 months.

Question 6

The McCarthy Scales of Children's Abilities are an extension of the Bayley Scales of Infant Development.

Question 7

The Kaufman Assessment Battery for Children (K-ABC) was designed to assess the mental abilities of children between the ages of 6 and 16.

Question 8

The Kaufman Assessment Battery for Children is based on research in both neuropsychology and cognitive psychology.

Question 9

The Individuals with Disabilities Act of 1990 lists criteria for assessing cognitive, communicative, social-emotional, physical, and adaptive behavior domains.

Question 10

Scores of intelligence tests administered to mentally retarded and neurologically impaired children in infancy are significant predictors of their later mental status.

Question 11

Luria's PASS model includes the following three functional units: 1. vigilance and attention, and 2. reception, elaboration, and sotrage, and 3. memory, learning, and arousal.

Question 12

According to Luria, the two styles of processing information are Simultaneous and Successive.

Question 13

Children with brain injuries are typically more lethargic, compulsive, and withdrawn than normal children.

Question 14

Apraxia refers to difficulty naming objects.

Question 15

Closed head injury accounts for approximately 90% of all types of head injuries.

Question 16

The Bender Visual Gestalt Test, the Memory for Designs Test, and the Benton Revised Visual Retention Test all require the examinee to copy figures of various sorts.

Question 17

The Wechsler Intelligence Scale for Adults-III Index scores that are most sensitive to cognitive decline are Processing Speed and Working Memory.

Question 18

The Halstead Ritan Neuropsychological Test Battery is based on tests that are considered to be "brain sensitive."

Question 19

A particular strenght of the Halstead Reitan Neuropsychological Test Battery is its focus on assessing memory.

Question 20

The Luria Nebraska Neruopsychological Test Battery takes longer to administer than the Halstead Reitan Neuropsychological Test Battery.

Question 21

Brain impaired patients have an easier time with recognition than recall tasks.

Question 22

Perseveration refers to brain injured patients attempting to preserve their remaining cognitive abilities.

Question 23

Executive abilities involve awareness of the nature and extent of impairments.

Question 24

MicroCog: Assessment of Cognitive Functioning is a neuropsychological test that is administered exclusively by a computer.

Question 25

A neuropsychologist is most likely to assess

A) what the person is doing as a result of brain damage.
B) what the brain is doing as a result of brain damage.
C) biochemical and structural changes in the brain as a result of brain damage.
D) both A and B.
E) none of the above.

Question 26

Infants and young children are often difficult to test because of their

A) low motivation for the test tasks.
B) short attention span.
C) susceptibility to fatigue.
D) all of the above
E) none of the above

Question 27

One of the most carefully designed developmental scales for infants is a product of the research program of

A) Grace Arthur.
B) Nancy Bayley.
C) Frederick Kuhlmann.
D) J. .C Raven.

Question 28

Which of the following persons designed a test to assess the intelligence of newborn children?

A) Bayley
B) Brazelton
C) Cattell
D) Shirley

Question 29

The correlation between scores on a typical infant intelligence scale and scores on a test such as the Stanford-Binet administered at a later age is typically

A) negative.
B) low positive.
C) moderately positive.
D) highly positive.

Question 30

The Denver-II is a derivative of the

A) Bayley Scales of Infant Development.
B) Brazelton Neonatal Behavioral Assessment Scale.
C) Gesell Developmental Schedules.
D) McCarthy Scales of Children?s Abilities.

Question 31

The reliabilities and validities of developmental scales for infants and young children are__________ those of intelligence tests designed for school-age children.

A) lower than
B) higher than
C) comparable to
D) more variable than

Question 32

Pioneering, systematic studies of infant development were conducted at Yale University by

A) Nancy Bayley.
B) Psyche Cattell.
C) Arnold Gesell.
D) Benjamin Spock.

Question 33

An infant intelligence test designed on the basis of information obtained from the Berkeley Growth Study is the

A) Bayley Scales of Infant Development.
B) Gesell Developmental Schedules.
C) Merrill-Palmer Preschool Performance Test.
D) Preschool Attainment Record.

Question 34

Which of the following is not one of the global areas assessed by the Kaufman Assessment Battery for Children?

A) achievement
B) coordinate processing
C) sequential processing
D) simultaneous processing

Question 35

It would not be appropriate to administer the Kaufman Assessment Battery for Children to a(n)

A) infant or toddler.
B) preschooler.
C) third grader.
D) sixth grader.

Question 36

The standardization sample for the Kaufman Assessment Battery for Children was stratified by

A) geographical region.
B) race.
C) sex.
D) socioeconomic status.

Question 37

The K-ABC evaluates abilities by considering

A) speed and accuracy.
B) primarily abstract reasoning.
C) simultaneous versus successive processing.
D) structural and biochemical alterations in the brain.

Question 38

Sensory acuity, motor speed and strength, perception and perceptual-motor integration, language, attention, abstracting ability, flexibility of thinking, orientation, and memory are all __________ abilities.

A) affective
B) cognitive
C) educational
D) neuropsychological
E) psychomotor

Question 39

The most general term for difficulties in understanding oral and written language is

A) agnosia.
B) agraphia.
C) alexia.
D) aphasia.
E) apraxia.

Question 40

Mental confusion, memory loss, incoherent speech, and poor orientation to the environment are symptoms of

A) delirium.
B) dementia.
C) depression.
D) dyslexia.

Question 41

Brain-injured persons are more likely to show deficits on tasks involving

A) event memory than skill memory.
B) explicit memory than implicit memory.
C) procedural and declarative memory.
D) recall than recognition memory.

Question 42

Perseveration refers to a brain damaged person's

A) attempts to maintain the remaining cognitive functions they have.
B) focus on memory and other cognitive abilities.
C) difficulty expressing verbal abilities.
D) continuing to repeat a behavior several times.

Question 43

The Bender Gestalt Test, the Memory for Designs Test, and the Benton Visual Retention Test are all measures of __________ skills.

A) affective/psychomotor
B) analytic/synthetic
C) cognitive/perceptual
D) perceptual/motor

Question 44

Brain-injured children are typically more __________ than normal children.

A) distractible
B) emotionally unstable
C) impulsive
D) hyperactive
E) any or all of the above

Question 45

Which of the following tests is not used to assess perceptual and memory functions in handicapped children?

A) Bender Visual Motor Gestalt Test
B) Benton Revised Visual Retention Test
C) Graves Design Judgment Test
D) Memory for Designs Test

Question 46

Describe why it is difficult to assess infants and young children.

Question 47

List and describe any three of the developmental tests described in the chapter.

Question 48

Sketch and describe the Reitan-Wolfson model of neuropsychological functioning.

Question 49

Sketch and outline the PASS model of neuropsychological functioning.

Question 50

Describe the fixed versus the flexible battery approach in neuropsychological assessment. List the advantages and disadvantages of each.

Question 51

List and describe any three of the neruopsychological assessment instruments discussed in the chapter.

Question 52

List and describe five domains of neuropsychological functioning.